Module 3_Muro

Chapter 7 contains a variety of useful resources.  One that stood out to me was the section under OPERANT CONDITIONING: TRYING NEW RESPONSES.  This section talked about environmental influences.  More specifically, the steps involved in behavior, which is known as antecedent–behavior–consequence, or A–B–C (Kazdin, 2008) (p. 267).  I have quite a bit of experience with this concept.  Many paraprofessionals may be required from time to time to collect data on their students.  This is the type of data I needed to collect for the last student that I was assigned to.  Many of my co-workers would always say the same thing to me when they would see me around the school with my student and he was exhibiting his problematic or violent behaviors.  They would always ask me if I thought this was the right environment for him.  Each time I would answer the same; I was not qualified to make that decision.

I was one-on-one, or a dedicated aide to this student, so I was with him throughout his entire school day.  The only exception was his lunch period.  I had my lunch when he did.  I was provided with an A–B–C checklist to record data.  Every day I had to briefly describe my students’ actions under the appropriate fields.  These fields were categorized under three sections.  The first section was antecedents.  This would be what occurred prior to the type of behavior my student had exhibited.  The second was behavior.  For this section, there was a list of predetermined options for me to choose from. 

These options included: spitting, kicking, bolting, punching, and scratching, to name a few.  The last column was for consequences, for which there was also a list of options to choose from.  In addition to each column, there was also several time options.  The times ranged anywhere from one minute to over three hours.  This was to communicate the length of time my student exhibited a certain behavior.  This student would exhibit behaviors ranging from slightly defiant to very disruptive and extremely violent.  There have been instances where a simple redirection of tasks would lead to my student exhibiting problematic behaviors.  “As behavior is ongoing, a given consequence becomes an antecedent for the next A–B–C sequence” (p. 267).  There were times when he would become agitated when anyone would redirect his attention.  He started becoming more and more defensive with redirection of menial tasks, such as pushing in his chair or raising his hand before speaking. 

Another interesting section that really resonated with me, was EFFECTIVE INSTRUCTION DELIVERY (p. 271).  I think I was able to relate most to this part of the text.  In the past, my authority has been undermined by co-workers in the past more times than I can count.  Almost every time this occurred was when a student that I was assigned to was given instruction from me, and then conflicting instructions from a teacher.  When this happens, it only confuses that student even further.  These types of situations send a clear message to that or any student, that he or she can choose the more desirable option that they are being presented with.  In this dynamic, one person is constantly playing the “bad cop” to someone else’s “good cop.”  Another problem I have encountered multiple times in the workplace is when teachers who do not set concrete expectations for their classroom will constantly ask students what they would like to do, instead of telling them what they will be doing.  “One important antecedent to increase positive student responses is the type of instructions you give.  Research on effective instruction delivery (EID) has found instructions that are concise, clear, and specific, and that communicate an expected result are more effective than vague directions. Statements work better than questions” (p. 271). 

Last, I really enjoyed the section that discussed using TOKEN REINFORCEMENT SYSTEMS for students for more challenging students.  “Token reinforcement systems are complicated and time-consuming. Generally, they should be used in only three situations: (1) to motivate students who are completely uninterested in their work and have not responded to other approaches; (2) to encourage students who have consistently failed to make academic progress; and (3) to deal with a class that is out of control. Some groups of students seem to benefit from token economies more than others. Students with intellectual disabilities, children who have failed often, students with few academic skills, and students with behavior problems all seem to respond to the concrete, direct nature of token reinforcement” (p. 277-278).  I am very familiar with using token reinforcement systems with students that I have been assigned to and otherwise.  I agree with the information in the textbook.  These kinds of token reinforcement strategies should really be used on students who do not respond to the typical types of reinforcement that most students get.  I have also seen the negative side of these systems, in which students can become immune to so much reinforcement that it almost has no effect on them.  It is almost as if they are not looking forward to these systems because they already know that their chances of receiving tokens from certain teachers are pretty good.  They can also result in triggering a special needs student who is prone to angry or even aggressive outbursts when they do not receive token reinforcements. 

Week 2

Labels as a Controversial Issue

Labels are seen as a way to classify a person, give a person another name, or describe who they are based on their personal preference, behavior, or appearance. All these things resort to putting a description on someone and restricting them from being know as anything else, but that label. I agree with Woolfolk, in saying that "Labeling...is controversial issue." I understand that labeling a student can ease concerns for both parents and teachers. It can, also, help parents/teachers to better accommodate their child/student and have a better  understanding on how to meet their child/student daily living/learning needs. Although labels can be an aid in meeting the child's/student's needs, they can be seen as restrictive to society because if a person is given a specific label, society will think their label confines them from living a fulfilling and happy life.
I feel like I  became more aware of the negative stigmas that relate to  people with special needs when I began my service learning project at the Chicago Park District special recreational program. I volunteer and work with people from young children to older adults who have special needs, and there are actively engaged in a range of physical activities from playing sports, participating in zumba class, arts & crafts, and cooking class. When I first started, I will admit I felt a sense of  pity for them and their families because I thought how challenging it must be to have a disability and to raise a child with a disability. After spending some time with the members, I regretted feeling any sense of pity for them, because they are naturally enjoying their daily activities despite any label they have been given for their disability, and they are living their life to the fullest. If anything, I feel happy for them that they is a place for them, Chicago Park District, where they are able to just be themselves free of any societal prejudices and judgments. I feel proud of them for their accomplishments, and I feel fortunate to know them and be a part of this organization because just like me they have a great sense of humor, they enjoy laughing, they enjoy being social, and they just enjoy having people around who care and who are willing to give them the time of day.
I have another story I like to share about labels as being a negative association towards students, it happened today with one of my students. The mother of the student informed that the student was having a "bad day" even before morning arrivals began and to pay closer attention to the student. The student walked in and greeted his friends and teachers as "I'm having a bad day", and the student chose to sit for a few minutes before getting ready to enter the classroom to work. From the moment the student walked in the door, every task attempted was followed with a yell or a grunt with frustration, and the student would say it because "I'm having a bad day." The whole morning the student showed signs of frustration, which led to anger and aggressive behavior towards his classmates, and the student continuously stated "I'm having a bad day". Sadly, the student went home crying and frustrated because of having a bad day. The student is 4 years old, and I feel that the mother putting the negative notion of "having a bad day" in the students' head, gave the student an excuse to be frustrated and angry the whole day. The mother later mentioned the student was upset because there was not whipped cream to put in the hot chocolate the student was drinking before school started. The student became angry because there was no whipped cream, and the mother focused on the student's negative reaction to there being no whipped cream. I believe the student's day would have been better if the mother would of first acknowledged the feeling the student was having in saying "I see that you are angry", then allowing the student to feel angry, giving the student a safe space to feel angry, and allowing the student to calm and relax his emotion before continuing on with the day. The focus the mother put on labeling the students emotions as "having a bad day" made for the student to literally have a bad day at school.

Module 2: Poverty and School Achievement - Ashley Rogers

When I was growing up, I was very fortunate to have two loving parents and a younger brother.  We lived in a very stable household, and a nice home.  My dad was in the Navy when he was younger, and went to Vietnam where he was stationed on an aircraft carrier to maintain airplanes.  He later picked up a job for Penske Truck leasing which allowed him the opportunity to use his repair skills on semi-trucks.  My mom began working for the Department of Veterans affairs when she was 19 in the IT department, and spent the next 42 years moving up in title.  They worked really hard all their lives, and they always had stable jobs.  They put a lot of their money towards my brother and I, paying for piano lessons, gymnastics, soccer, and other after school activities.  We weren't rich by any means, but compared to many students, we were probably looked at that way.  The town I grew up in was very blue collar, and whenever classmates of mine would learn what part of town I lived in, it was the area with the "big houses."  Again, these weren't mansions, they were just slightly larger than our town's typical bungalow styled home.  Growing up, my parents packed my lunch for school every single day.  By the time I graduated high school, I really couldn't stomach eating another sandwich for lunch.  But again, I was lucky.  Many of my classmates were on the free or reduced lunch program.  I often shared my sandwich or snacks with friends.  Many of my classmates lived in apartments, and moved around because their parents could often not afford it.  I had many friends with divorced parents, or situations where one parent wasn't in the picture at all.  It was unusual for other students to be involved in extracurricular activities outside of school, because they couldn't afford it.  I always knew I was lucky to have the ability to participate in activities such as these.  

My husband on the other hand, grew up in a wealthier community.  He went to private school growing up and many of his friends have grown into successful lawyers and doctors.  I mention this because the textbook talks about how poverty affects school achievement, and I believe this to absolutely be true.  I witnessed it with my friends.  Our school in general, had lower test scores than other districts, and we often wore the same sports uniforms for years because the school couldn't afford to buy new ones. Not many of my friends from school have moved on to be doctors or lawyers.  A few have, but it's rare.

The textbook states, "One troubling trend is that the achievement gap is growing between children from privileged families.. and children from poor families" (Woolfolk, p. 225, 2019).  Besides the fact that there are so many more resources available for wealthier students like tutoring, travel, specialized summer camps that help give them a leg up, students of lower economic status often have to work jobs to supplement the family income, which takes away from their time to focus on school.  The negative effects of poverty also include things like increased stress, health issues, lack of a balanced diet, more exposure to drugs, less access to good doctors, and the list goes on and on.  

Just recently, my husband threw out his back (I guess this is what happens when you hit your 30s?!), and it was so bad we had to take him to the emergency room.  We both are fortunate to have really great insurance through our employers, and even with great insurance, that emergency room visit cost us $400. $400!!  We later owed ANOTHER $400 for this same visit.  After this visit to the emergency room, we both also had the luxury to call in sick for our jobs, and still get paid for the day.  Many many people in the United States do not have any of these luxuries.  If they are injured, they either don't go to a doctor for help, or are faced with huge medical bills, often putting them in debt.  Or, if they have an injury or illness, they can't afford to miss a day of work because they will not get paid.  Often, this financial burden can also fall onto the students.  At 16, you shouldn't have to work so many hours that it takes away from your ability to focus on your school work.  No one should have to work more than 1 job to make ends meet.  Things like this are what I saw growing up with my friends all too often.  They would have to choose between work and participating in track or basketball with their friends.  They would miss out on school dances because prom cost $90 a person.

All of these things contribute back to a student's self esteem.  They may get picked on for wearing old, or out of style clothes.  They may wear shoes that are too tight and can't focus because they're uncomfortable.  Teachers may also have low expectations for these students, and avoid calling on them because they feel they won't know the answer to a question.  As the textbook states, "Low expectations, along with a lower quality educational experience, can lead students to a sense of learned helplessness" (Woolfolk, p. 226, 2019).  These students may view school as a dead end, and quit, leading to less job opportunities for those without a high school degree.

This cycle is very sad.  As a teacher, part of my hope for my own career is to help reach those students who need a little extra help and encouragement.  What I love about the subject of business, and teaching business, is that anyone can do it.  You don't need to be a mathematician.  You don't need to specialize in biology.  You just need to know how to identify a need, and bring people together to solve for that need.  Business is also a subject that is so broad, you're bound to find an interest within the field, whether it's marketing, finance, accounting, or even sales to list a few.  

I'm excited that business programs especially within the high school setting are finally gaining some traction.  When I went to school, the only business class I had the option of taking was economics.  Now, the high school I attended has an entire staff of teachers dedicated to teaching a wide range of business classes as well as other vocational classes.  Teaching business won't solve the poverty gap, but I do hope that I can help engage students who might not be interested in traditional classes, to try something new and find a path that suits them.

Module 2_Porter

Hi everyone!

I found our readings this week to be extremely enlightening. Chapter four of our Woolfolk textbook talked a lot about intelligence and different learning styles. One thing that I found to be particularly interesting was on page 127 in chapter four in table 4.1. It shows a chart of the eight (or nine) different kinds of intelligences. It was really easy to navigate and understand. I liked how each different intelligence includes the different types of skills people might have who have that certain intelligence. It also included career fields where these types of people might succeed. Personally, I think I am a combination of Logical-Mathematical and Interpersonal. I am a math minor, so I enjoy working with numbers and equations, but I also am very good at working with others and picking up on peoples’ emotions. I really enjoyed reading about all the different types of intelligences and the strengths of each type of person.

           

As I stated earlier, I am working towards my minor in math, which brings me to my next point, hereditary versus environment, which can be found on page 132 in chapter four of our Woolfolk book. I have always found the argument of nature versus nurture to be a very difficult concept to have an opinion on. I just always seemed to have an opinion that was right in middle of the two. However, after reading this section, I seemed to lean more towards environment. I came to this conclusion after our book begged the question “Should intelligence be seen as a potential, limited by our genetic makeup?” (Woolfolk, 2019, p. 132). I found this question to be very thought provoking because I have never considered being “limited”, however, it did make me lean more towards the environment end of the spectrum. I think this because both of my parents are absolutely awful at math and can’t understand a word of anything I say related to math. If my skills were solely based on my genetics, then I would not be as good at math as I am. I think it has a lot to do with my environment and some amazing math teachers that I have had in the past. My mom always says she has no idea where I got my math skills from. So obviously, my genetics did not have much to do with my ability to do well in math.

Another aspect of this week’s readings that I found to be particularly interesting was figure 5.1 on page 182 in chapter 5. It is a little drawing and list made by a six-year-old. At first glance, you might think that this girl had bad spelling, messy handwriting, and may not know very much. In the list, she spells “tomatoes” as “tomaadoodse” and “avocados” as “avoowcadooes”. However, the caption makes you think twice about how intelligent this child is. It states that although she made spelling errors, she knew “writing goes from left to right and lists go down the page, and stories look different than shopping lists” (Woolfolk, 2019, p. 182). When you think about it this way, this child actually does know a lot and seems to be fairly intelligent, especially for a six-year-old. Even when you look back at her spelling, she got most of the letters correct and just seemed to add in too many. This section really made me think about all of the times we may get frustrated with a student and ask ourselves “Why can’t they just understand?”. We have to think about how these things may come so easily to us, but they are foreign concepts to children. We really need to appreciate everything, even the small things, that children understand, such as making a list or writing left to right.

Have a good week everyone!

Steph

Discrimination on Gender Expression and Sexual Orientation

Today my horoscope read, “it’s your responsibility to understand how the world works.” Although understanding the world is a little ambiguous, after reviewing week two’s reading assignments, I can say that I definitely got a better understanding. One of the topics that I read and thought a lot about was from chapter 6, discrimination based on gender expression and sexual orientation. Honestly it is almost 2020, I really thought society has come a long way learning to be more accepting others sexual orientation, but according to Woolfolk, that could not be anything further form the truth. Unfortunately The National School Climate survey states that, “over 85% [sexual minority youth] had heard the word “gay” being used in a derogatory manner, 70% had heard other homophobic comments used frequently at school, 82% had been victims of verbal harassment or threats, 55% had experienced some form of cyberbullying, and 38% were physically harassed or assaulted.” These statistics are too high and extremely alarming! As a future educator I can only hope that my students will consider school to be their safe place, a place they consider to be their second home, a place that they look forward to going to everyday, a place filed with people who love them for who they are, not a place where they are afraid to be at due to their sexual orientation. 

Recently at work, I was asked by administration to facilitate our school’s “connections” room during the last period of the day. Connections is a stimulation room where any student who is feeling overwhelmed in school can go and cool down to give themselves a break, really they are only supposed to be in there for 15 minutes tops. Students also have the options to meet with social workers right next door. How cool and important right? Anyways, on one of my first days facilitating connections, a transgender student barged in the room and plopped down on the bean bag right next to my desk. I could see the tears welling up in his eyes. I have never met this student before, and the only thing I could think to say was “I’m a good listener.” The student hesitated but finally looked up and quietly mustered that his teacher kept referring to him as “little miss” and “young lady". I was absolutely disgusted, maybe I could understand these words coming from a misinformed student but a teacher? Someone who is supposed to lead by example and advocate for their students? With tears now welling up in my eyes, I had absolutely no idea how to handle the situation. I apologized to the student and told him that no one deserves to be treated like that, especially by a teacher. I asked if he would feel comfortable meeting with a professionally trained social worker to talk in depth about what happened, and luckily he agreed. Our book states on page 247, “a teacher’s ultimate goal should be to determine  what a child needs to feel safe, included, and supported.” After dealing with this situation, I can not help but feel that this student’s teacher failed him.

After this week’s readings, I now have the tools and the confidence to handle this situation if it were to ever arise again in a classroom of my own. The first thing our book tells us to do is to listen to our students when they are telling us about what is going on in their lives. After we listen, we should make sure they know they are not alone dealing with this situation. By letting them know there are other people dealing with the same things, it will show them they are not isolated members of their community. The next thing we should do is refer them to a professional who is trained to deal with these types of situations, teachers are not experts on everything, and that is ok. After they are referred to someone that can further help them, we have to address the people harassing the student. It is our job to educate the students who are doing the harassing to prevent a situation like this from happening again. Lastly the book tells us to follow-up with the student. We need to make sure their situation is improving and if it is not, it is our job to figure out what else we can do to make a comfortable classroom environment where everyone feels welcome and respected. 

Now, how is this going to make me a better teacher you ask? A classroom’s diversity is what makes each class so individual and unique. It is important to understand and accept each and every student for who they are and what they bring to the classroom- we are all here to learn from each other. I am no expert on how everything in the world works, but I'm really trying. With this new information, my first order of business is to follow up with the student who was hurt by their teacher. I need to show him that I too am learning and I really care about what he is going through. My heart breaks for him going to that class everyday, and I can only pray that things have gotten better for him after getting a social worker involved. I want my future classroom to be a safe haven for all my students, one where they can seek my advice when needed and most importantly, one where they are comfortable to be themselves.

Module 2

This week in chapter 5, it's all about language. A lot of the material talked about in the chapter, I have personal experience with. Growing up in a 1st generation bilingual household was a bit difficult. When speaking to my parents and other adults it was just in Spanish and speaking to my sisters or cousins and friends, it was in English. 

I had experience a point of language loss (pg. 188). After a while I was more focused in English since it was all around me that the Spanish was pushed to the side. My mother would speak to me in Spanish and I would answer in English. This would be an example of subtractive Bilingualism (pg.188). Even though I occasionally spoke in broken Spanish, I was forgetting my native language. I was able to maintain both languages with time and practice as I got older.

As a teacher, I would love for my students to have balanced bilingualism (pg.188). This is very important to me because I don't want them to struggle with communication like I did. In my profession, I am glad I can help kids in more ways than just learning. By being in the Dual-Language program I am able to teach kids how to speak, read, and write in Spanish and English. By doing this I am helping students communicate in both languages and they are able to communicate with their parents. Many of the students knew English while their parents only knew Spanish. Parents have already expressed their gratitude for being able to communicate with their child, without using another child to translate. 

Working in a district that is making a lot of changes, has given the bilingual program a lot of opportunities to change and grow. One of the major changes was that we went from a Bilingual Transitional to a Dual-Language One Way. The School District is also creating a new Jr. High to be open next year. One of the suggestions for the Dual-language students was to have a Science class in Spanish to maintain their Academic Spanish (pg. 190). Some people did not see the means of having this especially since Spanish was already going to be offered. After doing research and conversations, they did see the difference and the importance for students to have academic Spanish. Academic language is important because it is very different from basic communication. In the textbook (pg.190) it states “Academic Language: The entire range of language used in elementary, secondary, and university level schools including words, concepts, strategies, and processes from academic subjects.”

With basic communications come a lot of differences. The books hits the points of dialects and pronunciation (pg. 193). I think when talking about about any language this is important to know. A lot of the vocabulary can change from area to area. The code switching is something we all do from day to day without even thinking about it. One area that I have never thought about was the “Genderlects” (pg.194). When it comes to my son and daughter, I can see a bit of the difference the way they talk, especially around friends. 

When reading chapter 8, the one thing that jumped out was the part on memory. This jumped out at me because I feel like I have a horrible memory. I tend to forget a lot, for example I forget where I leave my keys , but if I see a student from 7 years ago, I usually remember the child's full name, where they sat, who they talked to and a memory working with them. In this sense my long term memory is better then my short term memory. 

When I saw the video on Mnemonic competitions, I already knew that was not for me. I was really impressed though, It seemed that many of the players would remember stuff by relating it to something they know. This sounds more like Elaborative rehearsal (pg.312), were you make a connection with something in their long- term memory. This might be something I would have to try to hopefully help my memory on my keys.

Module 2 Sutor

In this week’s reading for Module 2 I found that there were many topics that will make me a better, more compassionate teacher.  One topic that was covered that will help me become a more knowledgeable teacher is the section regarding individualized education program.  Since I do not work in a school setting, I was unfamiliar with the topic of IEP’s.  When IEP’s were mentioned in our previous class, I was not able to contribute fully because I did not have firsthand knowledge.  I feel that Woolfolk explained the IEP in detailed stating that they are “an important educational and legal document” (p 143) “between parents and the school about the services that will be provided to the student. ” (p 142)  Woolfolk explains what must be on the IEP’s, who is involved in the IEP, and the rights of the student and family.  After reading this section, and the following about challenges students and teachers face I feel more knowledgeable and better prepared to instill a growth mindset in my students and help them get passed a learned helplessness.

Language development, language diversity, and immigrant education caught my attention because I am a first generation American and can relate to some of the challenges written in the text.  Before reading the point/counterpoint about what is the best way to teach students who are ELL’s, I always thought the best approach is structured English immersion.  I felt this is the best option because I’ve seen friends and relatives of all ages learn English and excel in school with the structured English immersion approach.  After one year of this approach, they were able to speak and read English fluently and do well in other subjects.  Most of my friends and family members also went to Polish school were they were able to keep up their native language skills, but those classes were either on week nights or weekends.  After reading the counterpoint that the students’ native language should be maintained (dual-language instruction) I feel torn between both methods.  I do see benefits of both methods, but with so many different languages in the United States, I do not know if this method can be executed for all students.  For this reason I feel that Woolfolk is correct when stating “A combination of clarity of learning goals and direct instruction in needed skills seem to be effective and includes learning strategies and tactics, teacher or peer guided practice leading to independent practice, authentic and engaging tasks, opportunities for interaction and conversation that are academically focused, and warm encouragement from the teacher” (p 203).  One of my goals after becoming an Elementary Education teacher would be to further my education and become an ELL teacher.  I feel that learning all viewpoints will help me better relate to all my students. 

Finally, I felt Chapter 8 was very enlightening because I never understood how memory worked or connected to past knowledge and experiences.  The tips on reaching all students with Mnemonics to start, and the importance of “connecting to what the students already know…and deep processing” (p331) will help me become a better teacher. 

How We Learn

With the readings and videos of module two, I found so many interesting and also valuable research to bring to my everyday classroom. I know there was a lot of information given so I'm going to just concentrate on what stood out to me.To start what popped out of the videos for me on a personal and on an educators level was so interesting. I remember in my teens watching a documentary on people who have photographic memories. I remember how envious I was of them. To be able to read or look at something and have it stored in your brain. Wow! How easy school must of been for them. To then find out that photographic memory has no real evidence of existing. It was showed in the video of how people use their own unique ways to memorize a deck of cards or on-going numbers on a chalkboard. Though I am very very envious still it was so interesting to see that anyone can train their memory. I do believe it may be easier for some to catch on to (my belief, they have a more creative mind) which allows them to think of their unique ways of memorization. It was crazy to hear what Daniel T. Willingham a Professor of Psychology at the University of Virginia. He explained how learning styles don’t exist. Though there are many studies and different styles of learning, Professor Willingham believes that they don’t exist. I found this interesting because at the school I am currently working at we do categorized learning ability by visual, kinesthetic, auditory. In the beginning of the year we give students a lengthy test of questions. I always thought that the test was very pointless seeing as most of our students either just said a random letter answering the question, paying no attention to what they really are saying. From there it was the start of seeing what category they might fit into (not the only way of finding out, but one of the first steps). Though other steps come with finding out if a student learns visually, through touch, or through listening drove me in disbelief of the theories behind this. I could believe this more for a general education setting but for behavioral and emotional disorder students I just don’t see how it fits in a day to day scenario. When continuing in the reading chapter 8 (p.301) it was talked of the levels of processing theory. I also found this very interesting and for me and most of the students in our school more realistic to comprehend. It was stated, “ The more completely information is processed, the better are our chances of remembering it. For example according to the levels of processing theory, if I ask you to sort pictures of dogs based on the color of their coats, you might not remember many of the pictures later. But if I ask you to rate each dog on how likely it is to chase you as you jog, you probably would remember more of the pictures. To rate the dogs, you must pay attention to details in the pictures, relate features of the dogs to characteristics associated with danger, and so on.” With reading this I did understand and agree that the more you recite and the way different questions are phrased your thinking changes allowing you to remember more and more. Just like working out, your brain is a muscle, and the more you use it the stronger it becomes.

Module 2- 4,5,6,8

Being special needs doesn’t mean that they can’t do anything else…

As I read chapter 4, I talked about the learning differences that most children have form having a learning disability to being disabled. It also talked about the appropriate way to label certain disabilities and conditions. When I was a one to one teacher at a Therapeutic school I worked and seen many children with different types of learning disabilities, social-emotional needs, and ADHD/Autisms students. Working with them open many doors in my educational career, I was able to understand them and find different ways to teach them. I was in a classroom of ten students 7^th and 8^th graders with two other teachers. I came along a student that had some type of autism, meaning he was smart on the computer we call him Ty the tech guy, because he always fixed our computers and every assignment including math worksheets would be completed on his computer using creativity. That’s when I began to read the chapter it got my attention fast eager to learn more about them. It is our responsibility to help them succeed in life, by taking all these standardize test and IQs won’t help the students that really need help. Basically, since my I began my career, I have been working with students with IEP’s, in which we seek the help and support after we make referrals to the school. Gardener’s theory can be right, and yes, each one of them have something in common or their strongly related, but I agree that many students and adults may have certain parts of intelligence within us.  I Also believe that as the decades pass by we as humans are getting smarter, because there are so many ways we can learn and we are not limited, like back in the day our parents where exposed to so much. Now intelligence? Anyone special needs or not have some intelligence in ourselves, whether it comes from heredity or its from our surroundings.

During my reading on chapter 5…

Diversity in language development, where it depends on the child’s development in what language he or she is going to learn first. It talked about language emergence and dual language. To say that I have worked in Dual Language classrooms mostly 1^st graders, it does make a difference. I worked in a school district where the majority if the students are all white population and so, parents will enroll them in 1^st grade to learn Spanish, for example. Being able to experience the first 5 months of the program, the students learn many words and meanings they learned how to adapt. So little story about my son, I am from a Hispanic origin, where as my child was taken care of my mom probably 85% of the time due to school and work. On the 3 years that he has been raised by my mother my son learns zero words in Spanish. By the time he was referred to early intervention he had a speech pathologist that taught him words, but in English. So, as he grew up, now 8 years old, he doesn’t understand Spanish at all, and all my family are confused of how that even happen if he was with my mom most of his childhood; and she doesn’t speak any English. So that is when I read the section of how their brain chooses what to learn.  As my son is 8 years old, I always thought it was critical time for him to learn some Spanish, but is never to late of too early, because I want him to be responding to a second language.

Moodle 2- Chapters 4-6 & 8

Chapter 4 of the Wookfolk textbook was all about learner differences and learning needs. The chapter began with information on intelligence. Gardner came up with the eight (nine) intelligences that stress the human ability. On page 128, I found it especially important for teachers to understand that they need to differentiate their students needs and also use multiple methods of teaching to get the most out of the group. I particularly like the flipped classroom methods because it allows for students to first learn at their own pace and then come to class prepared for individual and group review and further learning. Further, the chapter also covered creativity and its practical uses in the classroom during a time when tests push it out. I found creativity to be especially important in the sense that in order for a student to show their creativity they must first show their logical understanding. For example, in a classroom would be in allowing a student to propose their own research methods and questions as long as they can create a logical explanation for their research and they way and hows behind it. The last part of the chapter covered learning styles and the different needs of students. I have direct implications of this every day with my students because they all have extensive IEPs. So, as Woolfolk explained it on page 143, students and their families have access to all IEP material. However, it is important for the teachers and direct person's using the IEP to remember to always collaborate and communicate with all parties evolved with the student to maximize their learning.

Chapter 5 of the Woolfolk textbook continues with the topic of language development, diversity, and immigrant education. The chapter begins with the explanation of language. Most important is that we are designed to imitate language so it becomes a part of the learning process. This is because language is often taught with an imitation, experience, practice, and reward. On page 179, Woolfolk gives the example of a student learning how to say the word cookie and when the student finally does they receive the cookie. My classroom has a speech therapist join us every other day and we often get to see how the language development is vital to all components of the students learning. It even effects the students behaviors. For example when our students get frustrated with sharing they often scream. The therapist they explains they need to say I feel mad when you take my toys. This not only relaxes the disgruntled student but also allows the controller of the room the intervene to meet the needs of all the parties involved. Additionally, diversity plays a significant role in language development too. This is because across cultures there are different ways to express and react to teachers. The text explains that Asian students are taught questioning a teacher is a sign of disrespect so they do not ask for help when they need it. I especially connected with the practical understanding of diversity and dialect learning because it expresses how teachers need to be patient and open to diversity so that they give the lessons multiple times and using different words and examples to reach all learners.

Chapter 6 of the Woolfolk textbook also covers culture and diversity. This is especially important for teachers to understand about their students because it has a direct impact on the classroom environment. On page 221 there is also a caution to teachers with the understanding of cultural and diversity placement of their students because they all do not fit the same mold. So, we cannot explain away a behavior as a culturally acceptable value because humans as people are far to complex for a simplistic way of defining the trait. Moreover, Woolfolk also expresses that each sector of diversity and culture are to be examined as a single grouping not the whole picture. So, race, gender, religion, age, economic status, ect. are all different which create differing views and beliefs that effect the learner. I firmly agree with the text's advise that teachers have to respect their students differences and adapt their classrooms over time to get the best results for the classroom environment. Personally, I created my own educational philosophy in support of the text stating that my education philosophy is that students will flourish when I create a harmonious classroom climate by understanding each students’ social, physical, mental, and emotional makeups. Through understanding these unique developmental makeups of each student and teaching them in a positive environment they will grow and have academic success in a collaborative classroom culture.

Finally, chapter 8 of the Woolfolk text discusses the cognitive views of learning. Essentially cognitive learning is the belief that learning is an active mental process of acquiring, remembering, and using knowledge. The chapter begins with ways that the brain processes the information through four different types of knowledge called domain-specific, declarative, procedural, and self-regulatory. Again, this personally makes a lot of sense to me right now because of my mother's traumatic brain injury. Part of her therapy is heavily focused on self regulation knowledge because she no longer easily understands why she has to have basic hygiene at specific times of the day. In her mind she can do it whenever she feels like it, example brushing her teeth, because she is in the hospital. In reality though when her self regulatory learning is repaired she'll want and understand it is important to brush your teeth in the morning because of the germ build up at night and her visitors come during the day and want to smell fresh breath. Also, memory is very important in the next parts of cognitive learning through both sensory and long term. This means that teachers need to ensure that they deliver information across different channels. So if something is simple and quick it is great to use sensory learning but if it is heavily loaded and needed for other subjects to be processes they need use a different approach that reaches and sets into the long term memory. Math for instance can not be furthered through grade progression if adding and subtracting does not become a procedural memory through priming. In all the teachers should understand this development of their students and create lessons that give multiple opportunities to practice the information and use it in all different ways to support the learning. 

Woolfolk 4-8

One of the readings talked about IDEA. "At the most general level, the law now requires states to provide a free, appropriate public education (FAPE) for all students with disabilities who participate in special education" (p. 141). As part of this plan, "IDEA requires states to develop procedures for education each child in the least restrictive environment (LRE), a setting that is as close to the general education class setting as possible" (p. 142). IDEA helps not just the students, but also the student's families. Parents do have a right to see what is happening in their student's education. They get told about any placement change, in their native language, about their child before it happens (p. 143). As a music teacher, I do believe in the inclusion of everybody. I do understand the purpose behind IDEA. The point of the program is to protect students with different kinds of disabilities. The program helps students to be more included within the school. As a future educator, I want all students to feel included. I want my students to know they are capable. They are important. It does not matter what their academic challenges might be. I will make sure that the students do understand the right they have under this law. I will advocate for my students and their families. All I know is if you are a teacher who has a student with a disability, you become their advocates.

I do see this inclusion everywhere I go. For the school I work at, we have Adaptive Physical Education. During this class, my students participate with general education students. These students help them with anything my students need. They also ask my students how is their day going and how was their weekend. They look beyond their disabilities. Sometimes my students go to general education classrooms, like woods or cooking. Some of the students do half and half. Half of an adaptive classroom, and half of a general education classroom. We also do have the Best Buddies program. This program one of my students gets partnered up with a general education student. The Best Buddles program has a meeting once a month. When they are not meeting up, the partners hang out together outside of school. This could either be going out to dinner or going to see a movie. We are always finding ways to include my students within the school.

During chapter six, Woolfolk talked about gender bias. Gender bias is "Different views of males and females often favoring one gender over the other" (P. 242). When asking a question the teacher asks the boy more than the girl. The girl tends to be the one who will get a lesser amount of the teacher's attention (p. 424-425). As a teacher, I never really understand why teachers have this bias. I do not understand it. I want all of my students to feel equal in my class. If you separate students into groups based on gender, it will be more difficult and you run the risk of gender stereotyping (p. 243). I want my students to feel like they are getting my attention equally. They are not getting left out. If you do have a gender bias, you are not a good teacher. You are not treating your students equally. The student may not achieve if they do feel like you are not paying attention to them. This will then lead, your students, to not want to be at school. They will get into their heads, their teacher does not care so I will not care. This is what everyone should try to avoid. I do also feel like there are times where a teacher has a gender bias view and does not even realize it. This is why I do believe in the gift of a teacher observing another teacher. This teacher could pinpoint this. Realizing this will help someone to become an even better teacher.

While going to school, I did see this a lot. When my brothers were growing up they had this teacher. This teacher did not like them. The reason for this was because she had mostly girls. She did not know how to handle boys at all. This leads her to look down at my brothers all of the time. Another example is there was once this student teacher. She would not equally talk to the girls. She mostly asked the boys questions which lead to the girls not to participate at all. With my job, we always want to have every single student participate so they can practice that life skill. We also like our students to participate so we get a better understanding of what they know. If they are not participating, we do not know what they need to work on. If we do not know what they need to work on than we cannot help the student to succeed. The cooperating teacher had to tell her this a few times.

In chapter eight, Woolfolk talks about automated basic skills. Automated basic skills are known as skills we do automatically without thinking about it (p. 331). Woolfolk goes on to talk about the three stages which are the cognitive stage, associative stage, and autonomous stage (p.331). For a music teacher, this could be seen as the student first has a checklist on how to read music. In the cognitive stage, the students would first write in the counts of the piece. Then they will clap the rhythm. They will next write in the notes. Then play the piece of music. In the associative stage, they would first count and clap the rhythm. They will next write in the notes and play the music. The rhythm is one chunk, and the notes will be in another chunk. The autonomous stage will be they can play the music without the notes being written in and the counts. This does show that all of the stages could be broken down until all kinds of different subjects. A good teacher could make some, not all, but some stuff an automated basic skill. When students can make different techniques become are a more automated basic skill, this will lead them to success. This will also make the student feel more interested in the class. They will not feel like they are wasting time if you allow them to be able to do the skill without having them do all of the little steps beforehand.

For my students, we are still teaching them how to make certain skills an automated basic skill. My student is learning to tie their shoes, we first have them do it in sequence (left ear, then right ear, then put it through the hole, and then pull them together).  Then the associative stage, we chunk the ears and then the hole and pull together. Then they after a few tries, my students can do it without thinking about the sequences. The same thing goes for worksheets. We have a sequence of how to do the worksheet, and where the students should put the worksheet. In the morning for the freshmen, we have a sequence of who to unpack. Usually, they can get to the autonomous stage by the end of the year. We always have to start at the cognitive stage with some of the schools, and then we can get to the autonomous stage by the end of the year.

Module 2_Muro

There were so many interesting topics discussed in this week’s assigned reading.  The topic I found myself relating to the most, was POINT/COUNTERPOINT: Pills or Skills for Children with ADHD? (p. 151) As I was reading all the sections pertaining to this subject matter my mind kept taking me to every classroom of every student that I have been in with a student who really struggled to focus.  For students like these, I believe the first step in assisting a student like this, is ensuring there is an adult who is very patient and can mentally place themselves in that student's shoes to really understand what that student is going through.  My heart always goes out for students who have been diagnosed with some type of hyperactivity or attention disorder. 

I know how difficult and isolating it can be to have to go to school every day and not always look forward to learning.  Growing up, I also struggled to some extent to focus on certain tasks in school.  Aside from all the pressure those students who are affected by having to deal with having any type of hyperactivity or attention disorder, they also feel self-conscious about themselves.  It is difficult for a student to look around a classroom and see how much more “advanced” their classmates are than them.  It is not fun feeling different than everyone else around you. 

This only puts more pressure on that student who may be falling behind, academically.  I constantly hear both sides of this argument.  Even though I know what I would do if I had a child that child was genuinely struggling to focus, I am able to relate to both sides of the debate, in regard to treatment.  I usually hear the same arguments from both teachers and parents.  Teachers become frustrated with students whose parents choose not to medicate them. 

Even with utilizing all the resources available to them to assist students with hyperactivity or attention disorders, teachers can feel lost or possibly even feel like there is not anything more that they can possibly do for that student to help the situation.  This can be especially true when they do not see any growth from that student.  Now, from the parents’ point of view, I can also understand what a difficult decision that must be for them.  Most of the parents I have interacted with genuinely want to help their children succeed, but are often reluctant to medicate their child due to all the possible negative side effects from the drugs.  I have seen firsthand, what the side effects from some of these medications look like.

In the textbook, it states, “Many children have negative side effects from drugs such as increased heart rate and higher blood pressure, interference with growth rate, insomnia, weight loss, and nausea” (D. C. Smith et al., 2014) (p. 151).  While not all students may experience all of these side effects from their particular medication, in most cases, they typically experience at least one.  Anyone of these side effects can easily impede that student’s education just as easily as their hyperactivity or attention disorder did.

            A second topic that hit home for me, was the section on Students with Emotional or Behavioral Difficulties (p. 154) This part not only made me think of all the students that I know who suffer from emotional or behavioral difficulties but also my own childhood growing up.  I did not have any behavioral difficulties that anyone had to deal with, but there were several aspects of my home life that did make it very difficult for me to effectively focus on my schoolwork.  I can remember being anxious, withdrawn and depressed (p. 154) when I was a young boy in school.  I am glad that there are far more resources available today, to students who suffer from emotional or behavioral difficulties, than there were when I was growing up. 

            Last, I was drawn to the content shared under, PRAGMATICS: USING LANGUAGE IN SOCIAL SITUATIONS “Pragmatics involves the appropriate use of language to communicate in social situations—how to enter a conversation, tell a joke, interrupt, keep a conversation going, or adjust your language for the listener” (p. 181).  This section brought me right back into those classrooms once again.  I would have to say that almost all of the students that I have been assigned to over the past five years have had some type of issue with pragmatics.  For the most part, it has been more about the students not being able to filter their conversations properly.  I know many adults who have these same issues.  I can always tell when people are feeling socially awkward around other adults.  They tend to display most, if not all of the signs that come along with the appropriate use of language to communicate in social situations (p. 181)  

Week 1

Beginning Teachers

After reading this portion of chapter 1, it is plausible to say that new teachers share common feelings of being overwhelmed, unsure, intimidated on their first day of school as a new teacher. Although they have undergone immense years of studying and student teaching that will help prepare them, this still will not be enough to actually know what to expect and how to handle certain situations until they actually experience it themselves. I feel that I can relate to all these feeling of being a brand new teacher at a brand new school with brand new students and having a "reality shock" as Woolfolk describes it on page 13. It is important to have a foundation of support from other experienced teachers and the administrators at the school to help guide new teachers through their first school years. These colleagues can act as mentors and provide helpful advice on how to engage, motivate, and manage students. Even experienced teachers, can find teaching as being a continuous learning experience because every student has a unique background,especially in their learning styles, and as our society trends are constantly changing so is the motivation and engagement of the students. It is important to remember that teaching methods that reached one student will not always be received as easily as the next.

Nature vs Nurture
In chapter 2 Woolfolk arises the issues on which has more of an affect on a person's developmental growth, nature or nurture. It can be argued that nature, which refers to the genetic and biological make up of a person, can have a major influence on human development. The other stance can be argued that despite the genetic factors, nurture, social and environmental influences can have a lasting effect on how a person develops over time. I strongly believe that both biological factors and social experiences can have a long lasting impact on how a person develops mentally, physically, socially, emotionally, and how perceive and accept the world around them. It can possibly be said that a person's genetic make up may influence how they react and receive personal experiences. I feel that caregivers, parents, family members, educators, and friends are primary influences on the a person's developmental growth. As future educators, it is vital that we leave a positive imprint on every student we encounter.

Who agreed into this evaluation system?

As I read the part on chapter 1 on pg. 10, the Charlotte Danielson framework of teaching, (the teacher evaluations system that schools use for teachers), I had flashbacks. Flashbacks, about being able to work with teachers that always talked about some sort of evaluations, that the administration department will conduct to observe and grade them regarding their teaching. As soon as I read that part, I thought about my former teachers’ conversations, and I began to think, well yes this is what they are talking about. The Charlottes Danielson’s framework for teaching consists of 4 main domains of responsibility. The main areas are planning and preparation, classroom environment, instruction, and professional responsibilities, in which I believe they are all important in education. As this chapter only talked about the evacuation components briefly, I took charge and I wanted to learn more about that I watched a short YouTube video explaining the framework more thoroughly. It is a very important evaluation that all teachers need to make sure they follow in order to prove their teacher effectiveness. I rather not be biased on deciding if this evaluation tool is real or not but, as a future teacher I will be able to experience this type of evaluation on my first year of teaching. It might make me a better teacher, or it may not. But my focus will always be to help and support my students in a way they need it not by following a system.

in Chapter 2-3, I have learned the multiple theories that they are out there and studies about how human cognitive development develops. I have always been interesting aside from learning how to teach math, but learning about our brains also fascinates me. The excitement to know how neurons work and transmit our information along, to the stages of Piagets Cognitive development. From my experience I now have an 8 year old and since on a different class I read a chapter on that I always apply to my child as he grows, how he thinks and develops his thinking. Piagets and Vygotsky's theories are a great help for us teachers to understand what our children and students think. what influences them and what stage they are delayed on. Working in a high school makes me believe and think how can I understand these teens when they are going through a life crisis, what are they thinking , how can I help. I believe it is a really important chapter to really read and understand the information that Woolflock describes and explains in the text. by reading these chapters it helps you understand how to assist the child's learning and  abilities. Then it moves on to the moral development where the child or teens begins to identify themselves. It is interesting that I continue to apply it to everyone in my family and myself and think about what stage do I identify now, regardless of my age, I questioned has my brain matured enough am I done maturing or is there more to learn and mature? Is there a point in life when your brains stops learning new thins and stays how it is? its amazing that we only know enough to know how our brains works and how it defines us. As a future High School teacher I want to be more knowledgeable to be able to understand teens and their abilities, and so I will try to teach and watch more about the new studies that can still come out to the world about how we HUMANS really work.

Week 1

There was a lot of material to cover from the first three chapters. One of the topics that resinated with me the most came from chapter three. From my job as a paraprofessional I have seen first hand how important it is for a child to have a safe, supportive, and healthy home environment. On page 103, Woolfolk introduces the self-concept. According to Woolfolk, “self-concept is an individuals knowledge and beliefs about themselves-their ideas, feelings, attitudes, and expectations.” Self-concept is the way we perceive ourselves. Although our self-concepts are always evolving, it is important that our self-concepts are positive for maximum achievement. Low self-concepts ultimately mean lower self esteem. Woolfolk states on page 106 that, “self-esteem is influenced by whether the culture around you values your particular characteristics and capabilities.” 

Currently I am working with a student who was regularly abused by his parents and older siblings while growing up. Thankfully he has been removed from his parents custody to live with his aunt, but sadly, school psychologists believe the abuse he suffered was so bad it led him to have extreme anxiety and schizophrenic tendencies. Psychologists have also admitted that they have never seen anything like him. His case is so unusual they are still trying to figure out what Gene’s disability actually is, they know he is emotionally disturbed which is leading him down a path of violence, self destruction, and bad behaviors. Since psychologists and social workers are struggling to identify his disability, his education plan is always a work in progress. I never realized how crucial it is to be surrounded by people who love and support you to help you form your own idea of who you are until I worked with my student Gene. It was very naive of me to assume that people come from supportive homes. 

Another topic in chapter three that stemmed from self-esteem is understanding others and moral development. While children are developing their own sense of self they are also developing what would be considered as their own moral compass. They are starting to learn right from wrong for themselves. Lawrence Kohlberg proposed the theory of six different stages in moral reasoning. The first two fall care called the preconventional level and are based off of a person’s own wants and needs. The next two are called the conventional level and are based off of society’s laws and expectations. While the last two are the post conventional level which are more abstract ideas of justice that do not necessarily coincide with society’s laws. On page 109 the book states, “moral reasoning is related to both cognitive and emotional development. Abstract thinking becomes increasingly important in the higher stages if moral development, as children move from decisions based on absolute rules to those based on abstract principles such as justice and mercy. The ability to see another’s perspective, to judge intentions, and use formal-operational thinking to imagine alternatives bases for laws and rules also enters into judgements at the higher stages.”

The book does argue that there are some flaws in Kohlberg’s theory, and I somewhat agree. I believe that there must be a chronological flow between all the levels of moral reasoning. I always think back to my student Gene who was probably never given any moral guidelines in his life. It is difficult for him to understand the difference between right and wrong when it comes to things that we wants. To me, it seems like he is stuck in Kohlberg’s preconventional level of moral reasoning. Gene will obey some rules but only to avoid consequences. If there is something Gene really wants to do he is going to do it no matter if it is right or wrong.

Cognitive Development

So much of Woolfolk’s material left a lasting impression on me.  What stood out to me the most was Cognitive Development in chapter 2.  More specifically, Brain Development in Childhood and Adolescence (p. 39-40).  The section went into detail about how the brain functions and the most important functions of the brain.  So much of what makes us who we are is due in great part to our brains. 

This is especially true of small children.  This is such a critical period for the growth and development of our brains.  I found the information that followed to be fascinating.  In our early stages, we are taught by our family members.  They are our teachers, in addition to being our caregivers.  So much that was shared in this section truly made me think.  In particular, “During this time a stimulating, responsive, and safe environment is a much better “teacher” than flashcards or structured lessons because young children follow their own interests and curiosities (p. 39). 

Honestly, this made me stop what I was doing and seriously reflect on how truly awesome our bodies are.  As human beings, we have so much untapped potential.  The problem with untapped potential is that if there is no one around to nurture or motivate us, then that potential remains dormant.  During a child’s early school years, their brains are still developing (p. 40) and this is the time when students need the proper guidance and support so that they may evolve into everything that they were meant to.  With the right educator, there’s really no limit to how much an individual can accomplish in their life. 

Module 1: Beginning Teachers - Ashley Rogers

One of my favorite parts of the entire reading, was the section on page 13 that described “Beginning Teachers.”  The textbook explain the many concerns of new teachers.  There’s simply a lot to process on day 1, when teachers officially have a classroom all their own.  The text describes that student teaching doesn’t quite prepare you for this.  New teachers often feel overwhelmed because there is no easing into day 1.  It’s not a slow build.  The text explains, “One the first day of their first job, beginning teachers face the same tasks as teachers with years of experience” (Woolfolk, 2019, p.13).  This really made me thing of what my first class could be like, and I never envisioned it this way.  Now, does it scare me away from teaching? Absolutely not.  I’m committed.  But does it allow me to view my first day/year in a new light?  It for sure does.  This statement is so honest, I almost feel it prepares me more.

I love how the section describes the metamorphosis teachers go through from being new, to becoming seasoned with experience under their belt.  Their concerns completely change.  There’s a shift from, “How am I doing?” to “How are the students doing?” and I feel this is so true.  Even beginning students will care about how their students are doing, but their own concerns and worries will come first, because they want to be the best they can be, and reflect this onto their students.  With real experience, you can be more focused on what your students need, rather than how you’re performing. 

I feel this is also true in the corporate world, but I’ve never really put much thought to it before.  Whenever I’ve first begin a new job, I’ve been so concerned about things like, “Am I learning everything quickly enough?” “Am I following the right process?” Eventually, with experience, I am able to move past the day to day worries, and see the larger picture and therefore be more strategic in my performance and in my decision making.  I’m able to look at the big picture, rather than worrying about nitty gritty details.  It’s so relieving when you get to that other side.  Your confidence naturally increases, and you become a true expert in your field, and I believe you're able to perform your absolute best.

The other part of this section that honestly melted my heart was Table 1.2 “Advice for Student Teachers from Their Students” (Woolfolk, 2019, p.13).  When students in first grade were asked to provide advice to their student teacher, some of the advice included, “teach us as much as you can, give us homework (!!), help us make a family in school, smile at us, help us get our education.”  How sweet are these? I especially liked, “smile at us,” and “help us make a family in school.”  I always say that even in my current job, if I’m going to spend 40+ hours a week away from my family and my loved ones, I want it to be in an environment with people I also love and respect.  I want that environment to feel like my home away from home, and while I try my hardest to encompass that now, corporate America is too competitive to ever make this happen (in my own opininon).  I do feel in a small business this is possible, but the larger corporate world can be too cut throat and therefore too competitive to worry about how we treat one another, which is sad.  I look forward to the day when I have the ability to create an environment all my own that is inclusive of everyone, and makes people (students) feel loved, appreciated, and respected.  And like those first graders suggested, I will give my students homework but I'll also make sure to smile :)

Module 1_Porter

The chapter that really stood out to me in this week’s module was chapter one. It was all about the importance of being a competent teacher and how much of an impact a teacher can have on their students. One of the vocabulary words that really stuck out to me was the definition of the phrase Teachers’ sense of efficacy. Woolfolk defined it as “A teachers’ belief that he or she can reach even the most difficult students and help them learn” (Woolfolk, 2019, p.5). I feel as if this an incredibly important trait for teachers to have because every student needs to feel that their teacher will give them 110% at all times and never give up on them.

I have experienced many teachers in the past who are so willing to just give up on difficult students and are not willing to go the extra mile to make sure each student gets what they need to succeed. It truly breaks my heart. Which brings me on to another part of chapter one that really resonated with me. Woolfolk wrote “So students with significant behavior problems in the early years are less likely to have problems later in school if their first teachers are sensitive to their needs and provide frequent, consistent feedback” (Woolfolk, 2019, p.8). This statement really makes me think back on all of the difficult students that I have crossed paths with throughout my life and makes me wonder how they could have turned out differently if their early teachers would have been more aware of the needs of that individual student. If those students had been given just a little bit more attention or one-on-one time, maybe they wouldn’t be labeled a “difficult child”. I think this section will have a huge impact on my own teaching because it will be a constant reminder and all children are different and all have different needs and that I need to be aware of these needs in order to give each child the education they deserve.

One final thing that really stuck out to me was in chapter 3 on page 83 of our Woolfolk book where she described all the different types of parents. I found this to be intriguing because I don’t think my own parents belong under any of these certain categories. I would label my parents as a mix between Authoritative, Authoritarian, and Permissive parents. My parents are very high warmth, they always give my siblings and I a lot of attention. They are also very high control, even though we are all adults now. Which kind of leads into how they are low autonomy as well, they like to be in control of our lives and never really expect us to take care of ourselves. Finally, they have extremely low expectations. They’ve never forced us to get phenomenal grades. They have always just told us to try our best and that is good enough for them. Looking back, although there are some things I would change, I would love to be the kind of parent that my parents were for me.

1st Blog

In chapter 3 of Educational Psychology by Anita Woolfolk, it talks about the development of oneself.  Developing the students self is very important especially in the younger grades. This will help shape the student in his or her personality. I currently have a great opportunity to see a class work with and how they have changed and grown. I have been with the 2nd graders for three years now. Remembering how they were in Kindergarten to now is a great experience. The child that cried everyday for the first two months, now comes in very proud and happy every morning, knowing he is a role model for his younger sister. This experience also showed me a different side of the girls. In Kindergarten and first grade, many of the girls would have arguments, but there is one girl who always stayed out of it. This year, the girl has a bit of an attitude. Even though the years before she was the sweetest person ever, she grunts and rolls her eyes at us.  

This chapter also speaks to me on a personal level. I was recently told that I run my house as a dictatorship. Even though I kindly disagree, it did make me think about how I “run” my house. In this chapter it speaks about the different parenting styles (pg. 83). I personally believe I have an Authoritative parenting style,  “ set clear limits, enforce rules, and encourage mature behavior. But they are warm with their children. They listen to concerns, gives reasons for rules, forgive mistakes, and allow more democratic decision making. There is less strict punishment and more guidance. Parents help children think through the consequences of their actions” (pg.83) 

I truly believe that the way a teacher is at school is the same way she runs her household. I do see myself as sort of lenient with the children at school. For example, after Halloween a girl was crying because her mother packed some candy in her lunch bag  and all the other kids were “telling” on her. I explained to her that the candy is in her pocket and I can't see it. It is okay as long as she goes back to her locker and puts it in there. I wasn't going to let her teacher know and did not “get her in trouble” over some candy. 

When it comes to self identification, the adolescent years can be difficult. You can really see this in Jr. High where many of the girls are friends one minute then physically fighting the next. Even though parents don't want to admit, the peers are the ones who will influence each other the most. Even if it is in a negative way. At lunch, you are able to see the different cliques. You can tell they are cliques because “Cliques are relatively small, friendship-based groups.” When I walked into our Jr. High lunch, I was able to tell who was friends with who, and even some of their interests. Mainly the Pokemon card gave away one group, and the girls with the books were also a give away.  

When my son switched baseball team this year, I was worried that he wont have any friends. He went from being comfortable with his coaches and teammates, to starting all over. The team he went into was all ready a set team. Lucky for us, everyone on the team was really nice and welcoming. They really took to Ernie and accepted him as one of their own. I really that now he is at the stage where he is just trying to find himself in the team.